Informal Learning Centre In Uk Report


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Informal Learning Centre In Uk Report

  1. 1. Appendix 3 UK online centres Informal Learning Discussion Forum Prepared by: Virtual Surveys Prepared for: UK online centres Date: May 2008 Ref: VSL 2200
  2. 2. Who took part in the forum? <ul><li>The following examples of the types of centres that took part illustrate the diversity of use of informal learning: </li></ul><ul><li>Large library and information service that delivers informal ICT sessions on a large scale </li></ul><ul><li>Small centre in a neighbourhood that is among the top 1% most deprived in the country </li></ul><ul><li>Closed centre within a psychiatric rehab unit for patients that are hoping to move on to more independent living </li></ul><ul><li>Centre that operates as part of New Link Project Ltd, that specialises in working with people with disabilities and barriers to learning </li></ul><ul><li>A ‘community information point’ that holds a computer club for local residents </li></ul><ul><li>Centre that also provides accommodation for young mothers and children, domestic violence victims and homeless families </li></ul><ul><li>Trade Union Centres </li></ul>
  3. 3. Who are informal learners? (1) <ul><li>Older / retired people that want to learn basic computer and internet skills to be able to do what their friends and family talk about </li></ul><ul><ul><li>“… to vary their interests and be able to keep up with…communication in the modern world.” </li></ul></ul><ul><li>Those that are intimidated by formal learning : </li></ul><ul><ul><li>People whose first language is not English and have not perhaps had the opportunity to go to school in their own country </li></ul></ul><ul><ul><li>People who have previously had a negative experience in a learning context (e.g. school or other learning provider) </li></ul></ul><ul><ul><li>People with learning difficulties who do not want to learn in a formal context </li></ul></ul><ul><ul><ul><li>Informal learning also gives a context for social interaction </li></ul></ul></ul>
  4. 4. Who are informal learners? (2) <ul><li>Those that need to boost ICT skills before moving on to a job or more formal learning </li></ul><ul><ul><li>“ This is a first step and is vital in increasing confidence and skills so that they can go into further learning or employment” </li></ul></ul><ul><ul><li>“ … realise that they need ICT skills to improve their job prospects” </li></ul></ul><ul><ul><li>“ The Centre is a stepping stone for these learners who want to enter formal learning” </li></ul></ul><ul><li>Job seekers </li></ul><ul><ul><li>One centre mentioned having an agreement with the local Jobcentre Plus to direct jobseekers to the centre for assistance with CVs, jobsearch and basic ICT skills </li></ul></ul><ul><li>Young, lone parents </li></ul><ul><ul><li>ICT skills to improve job prospects </li></ul></ul><ul><ul><li>One centre operates as part of a school so parents can use the facilities during school hours while their children attend school </li></ul></ul><ul><ul><li>Do this group have access to this elsewhere? </li></ul></ul>
  5. 5. Informal learning context (1) <ul><li>Much of the learning that takes place is incidental; learners come to the centre to learn about something but pick up other skills through this </li></ul><ul><ul><li>“ The best approach is to teach them what they want to learn and add a few essential bits in there for them” </li></ul></ul><ul><li>Being able to learn at own pace is critical to the success and uptake of informal learning </li></ul><ul><ul><li>Allowing learners to repeat tasks and complete without time limitations </li></ul></ul><ul><ul><li>Fosters an environment where learners are comfortable, and not ‘stressed’ </li></ul></ul>
  6. 6. Informal learning context (2) <ul><li>Fostering a friendly, empathic, relaxing environment is critical </li></ul><ul><li>It is important to put the learner at ease with unfamiliar tasks and create an environment that encourages learner interaction and peer to peer learning across different groups of learners </li></ul><ul><ul><li>“… we bring them in to the learning environment by being very welcoming and friendly. We reassure them that it's fine to be a beginner and to feel hesitant. We promise no jargon or long technical words! We use gentle humour and empathy, and basically try to imagine ourselves in their shoes.” </li></ul></ul><ul><ul><li>“ W e try and encourage a friendly and welcoming approach to visitors… it is this atmosphere that fosters peer to peer learning, and by ensuring learners are comfortable with their surroundings. ” </li></ul></ul><ul><ul><li>“ One of the things that our learners value the most is the flexibility that we offer them and a relaxed environment.” </li></ul></ul>
  7. 7. Types of informal learning (1) <ul><li>Type of informal learning is dictated by the type of learner that visits the centre. Overall, main types of learning mentioned were: </li></ul><ul><li>Basic computer and internet skills (e.g. typing up a document, using a mouse, emailing, browsing websites) </li></ul><ul><ul><li>Older learners are particularly keen to learn about ICT to learn about the things their friends and family do, to ‘keep up with the changing face of communication in the modern world’ and as a way to keep in contact with people </li></ul></ul><ul><ul><li>Used by some to improve job prospects, build up confidence before moving into formal learning </li></ul></ul><ul><li>Job-related (e.g. help with online job applications, job searching and preparing CVs) </li></ul>
  8. 8. Types of informal learning (2) <ul><li>Other commonly mentioned types of informal learning were: </li></ul><ul><ul><li>Practical tasks such as digital photography </li></ul></ul><ul><ul><li>Learning about family history , recording memories </li></ul></ul><ul><ul><ul><li>This was mainly among older learners who use this task as a way of picking up ICT skills. </li></ul></ul></ul><ul><ul><li>Online shopping </li></ul></ul><ul><ul><li>Lifestyle & ‘home management’ </li></ul></ul><ul><ul><ul><li>One centre runs a Lottery funded project based around healthy eating and active lifestyle, another centre provides guidance on aspects on independent living such as food safety, budgeting, renting a property etc </li></ul></ul></ul><ul><ul><ul><li>One centre mentioned that help with purchasing airline tickets was a key draw to the centre as the centre was based in an areas with a high Polis population that regularly travel to their home country </li></ul></ul></ul><ul><li>Other informal learning takes the form of ‘one-off’ tasks , such as entering a competition online, looking up a recipe seen on a TV programme or searching for benefit advice. </li></ul>
  9. 9. Types of informal learning carried out (3) In our centre, informal learners would like to be able to learn all kind of what is classed as 'leisure' courses, e.g. home management , photography, digital photography, basic computing skills . We often put informal courses on in response to demand such as: Spanish conversation, card making, digital filming and editing and Family History workshops. People come in to check and purchase tickets , especially airlines so online shopping/payment is supplied. We have an agreement locally with Jobcentre plus , who direct jobseekers to us for assistance with CVs, Jobsearch and basic computer skills . The important activity for these visitors are generally email, web browsing and typing up documents . We are running a Lottery project based around healthy eating and active living . … we use computers to look at self catering, food safety, savings, renting property, budgeting etc. Examples of informal learning mentioned We get a significant number of people visiting for help with online job applications , preparing and printing CV's and Jobsearch .
  10. 10. Delivery of informal learning (1) <ul><li>Informal learning sessions seem to be conducted in one of three formats: </li></ul><ul><li>Drop in or ‘open access’ sessions </li></ul><ul><ul><li>PCs are available for people to practice their new skills or use computers at leisure </li></ul></ul><ul><li>Workshops or organised sessions that are scheduled and advertised for specific times </li></ul><ul><li>Personalised, ’on demand’ sessions – often on a one to one basis </li></ul><ul><ul><li>These tend to be for more specific, ad-hoc queries or tasks </li></ul></ul>
  11. 11. Delivery of informal learning (2) <ul><li>Delivery of informal learning tend to follow a similar pattern across centres… </li></ul><ul><li>Integration into informal learning via one to one discussion with a member of staff at the centre (could be face to face or over the phone) </li></ul><ul><ul><li>‘ We start the new learners with a one to one tutorial before starting them on the course’ </li></ul></ul><ul><ul><li>‘ We listen to learners as they say what they want to get online…I think this stage (over the phone initially and then at the start of the session) is valuable as it sets the scene for the learning process’ </li></ul></ul><ul><li>… followed by more intense period of support… </li></ul><ul><li>… before they move on to learning at their own pace </li></ul><ul><li>(within this, the learners may start asking peers for help) </li></ul>
  12. 12. Delivery of informal learning (3) <ul><li>What happens next? </li></ul><ul><ul><li>Learners and tutors often have a chat at the end of the informal learning process to see if there is anything else they want to learn </li></ul></ul><ul><ul><ul><li>Some learners know what they want to progress on to and are proactive about this but others need more guidance and suggestion from tutors </li></ul></ul></ul><ul><ul><li>Some centres may try and research funding opportunities for learners to progress onto vocational training / further education </li></ul></ul><ul><ul><li>Learners may become volunteers at the centre </li></ul></ul>
  13. 13. Peer to peer learning (1) <ul><li>It creates a more comfortable learning environment </li></ul><ul><li>Some learners are happier to ask their peers for help because: </li></ul><ul><ul><li>They do not want to be seen as a ‘nuisance’ (particularly older learners) </li></ul></ul><ul><ul><li>By sharing problems, it is comforting to know that they are not the only ones experiencing difficulties. </li></ul></ul><ul><ul><ul><li>“ It’s comforting to know that they are not the only ones making mistakes and getting frustrated” </li></ul></ul></ul><ul><ul><li>Certain learner groups (e.g. older, male learners) are not always comfortable asking tutors for help </li></ul></ul><ul><ul><ul><li>“ Quite a number of our male clients prefer to ask male peers for support as they have difficulty in taking instruction from female tutors” </li></ul></ul></ul><ul><li>Talking to more advanced learners can be motivating </li></ul>Peer to peer learning is seen by most to be invaluable
  14. 14. Peer to peer learning (2) <ul><li>Members also discussed the social impact of the centre; many learners form close friendships as a result of attendance, and interaction with different learner groups facilitates community cohesion </li></ul>… many people have founded friendships as a result of regular attendance at informal learning opportunities. I think the indications are that it does contribute to social cohesion . It’s important to encourage friendliness and communication between people from different walks of life , ages and ethnic/cultural backgrounds. You can’t push this but I like to encourage respect and a different way of seeing each other.
  15. 15. Role of volunteers <ul><li>Volunteers are used by many centres and tend to be existing learners/students although some are recruited externally </li></ul><ul><li>Key benefits of using volunteers for centres: </li></ul><ul><ul><li>Funding </li></ul></ul><ul><ul><ul><li>Funding does cater for demand for informal learning, particularly for certain groups (i.e. older, retired learners and those that want to take part in non work-related activities/learning) </li></ul></ul></ul><ul><ul><li>If a volunteer is an existing learner, there is no need to provide additional training (time and cost effective) </li></ul></ul><ul><ul><ul><li>“ Recruiting volunteers from existing learners seems to saves us a lot of time on additional training that we have to provide when recruiting a newcomer” </li></ul></ul></ul><ul><li>There are also are benefits to being a volunteer themselves in taking up the role: </li></ul><ul><ul><li>Increased learning, confidence and sense of achievement </li></ul></ul><ul><ul><li>Helps people that have been unable to or not been in work for some time to gain real practical work experience </li></ul></ul><ul><ul><ul><li>“… this opportunity is promoted to learners wishing to progress within their own personal development and people registered with partner organisations such as local Community Volunteer centres, for work based training opportunities and work experience.” </li></ul></ul></ul>
  16. 16. The role of technology <ul><li>Engagement with this topic was low. The main reason for this seemed to be because some smaller centres do not use anything more than basic computers. </li></ul><ul><li>Among those that did contribute to the discussion: </li></ul><ul><li>All recognise the importance of using technology in informal learning </li></ul><ul><li>Smartboards received a couple of mentions, and some centres use digital cameras and mobile phones . One centre mentioned there is scope for using SatNav in informal learning </li></ul><ul><li>In terms of software used in informal learning, network tools were mentioned, with centres using these to create digital environments /communities for learning </li></ul><ul><li>Myguide and multimedia presentation software (e.g. PowerPoint) were also mentioned </li></ul>We developed the concept of A Digital Village … where the interests of the learning community set the agenda for what they learn. This was done using Community Media and innovative use of ICT , particularly open source software and web2 applications . We have a Smartboard , which is endlessly useful , and promotes interaction within a group . Our software includes network tutor tools , enabling us to create a virtual classroom environment . Smartboards are also an excellent tool.
  17. 17. Key benefits of informal learning (1) <ul><li>Opportunity for socialising </li></ul><ul><ul><li>‘ [conventional formal] classes were quite formal with little opportunity for social interaction. In our centre they can practice their social skills . They make the whole visit a day out by eating lunch in the cafe and playing sports too. </li></ul></ul><ul><ul><li>‘ I suppose you cannot ignore the social aspect of informal learning. We have found that many people had founded friendships as a result of regular attendance at informal learning opportunities.’ </li></ul></ul><ul><ul><li>‘ I have noticed in our centre that some of the learners, especially the older ones, tend to form a group and discuss their learning experience on coffee breaks.’ </li></ul></ul><ul><li>Social cohesion </li></ul><ul><ul><li>‘ Our sessions are attended by a a very wide range of people - from ethnic minority backgrounds, disabled people and those on long-term incapacity benefit… I think…that it does contribute to social cohesion .’ </li></ul></ul><ul><ul><li>‘ I feel it's important to encourage friendliness and communication between people from different walks of life, ages and ethnic/cultural backgrounds… I like to encourage respect and a different way of seeing each other .’ </li></ul></ul>
  18. 18. <ul><li>Health and well being </li></ul><ul><ul><li>‘ Studies have also shown that informal interest based learning can improve health and wellbeing, particularly in older learners who have no interest in or need for qualifications.’ </li></ul></ul><ul><ul><li>‘ This is where online informal learning can accommodate, maintain confidence and self esteem and lead to better mental health and success.’ </li></ul></ul><ul><li>Inclusion of technologically excluded groups </li></ul><ul><ul><li>Older learners </li></ul></ul><ul><ul><li>Those that do not have access to technology elsewhere </li></ul></ul><ul><ul><li>Those with little/no qualifications / dropped out of formal education </li></ul></ul><ul><ul><li>‘ The over 50's will become increasingly marginalised as they don't necessarily fit the gadget buying/entertainment. A hungry demographic…This makes up a large percentage of our learner base’ </li></ul></ul><ul><ul><li>‘ We also attract many learners with learning difficulties. In the past they have attended college classes to obtain an accredited qualification but once this was reached they had nowhere else to go’ </li></ul></ul><ul><ul><li>‘ Many of my learners are informal as English is not their first language and they want to pick up … IT skills … Many have not had the opportunity to go to school in their country .’ </li></ul></ul>Key benefits of informal learning (2)
  19. 19. Barriers to delivery & uptake (1) <ul><li>Funding </li></ul><ul><li>This is the main barrier to delivering the types of informal learning that there is a demand for (particularly in smaller centres) </li></ul><ul><li>Key issue is that older / retired people are one of the main groups of informal learners (and one of the most digitally-excluded groups), yet funding is not directed at this group, but rather at employment-related learning </li></ul><ul><li>Lack of funding means that demand cannot be met, resulting in: </li></ul><ul><ul><li>Limited resource (tutors, computers, time) </li></ul></ul><ul><ul><ul><li>‘ I too work in a small centre, with funding being our biggest problem... i am not always able to spend the whole time with the more competent users’ </li></ul></ul></ul><ul><ul><li>In some centres, learners are put on waiting lists until enough people sign up for them as cannot afford one to one sessions </li></ul></ul><ul><ul><ul><li>‘ I have had to ask people to wait until I have enough to form a group and by that time some no longer want to do it. With hard to reach learners you need to be able to grab the chance while you can not send them away until you meet the target group size.’ </li></ul></ul></ul>
  20. 20. Barriers to delivery & uptake (2) <ul><li>Lack of confidence/motivation </li></ul><ul><li>Lack of confidence can be a barrier to first approaching a centre for help and for continuing to participate </li></ul><ul><li>Lack of confidence is a particular issue for: </li></ul><ul><ul><li>Those that have previously had a negative experience in a learning context (e.g. school or other learning provider) </li></ul></ul><ul><ul><li>Complete beginners </li></ul></ul><ul><ul><ul><li>‘ Lack of confidence is a big one for many learners - especially if they have had a bad experience at school or other learning provider’ </li></ul></ul></ul><ul><ul><ul><li>‘ The biggest barrier is the lack of confidence, especially for the complete beginners’ </li></ul></ul></ul><ul><ul><ul><li>‘ The barriers people face are the fear of coming in for the first time…’ </li></ul></ul></ul><ul><li>It is critical that a warm, friendly and understanding environment is promoted to make ‘nervous’ learners more at ease. </li></ul>
  21. 21. Barriers to delivery & uptake (3) <ul><li>Lack of childcare provision </li></ul><ul><li>Lack of childcare provision is a barrier for some learners, many of whom are unemployed or on benefits </li></ul><ul><li>Many smaller centres do not have funding or cannot accommodate crèche facilities </li></ul><ul><ul><li>‘ Learners with young children are also a big issue as it is impossible to find childcare.’ </li></ul></ul><ul><li>Predominantly a funding issue </li></ul><ul><ul><li>‘ in this area there are also a lot of low skilled unemployed who we would like to encourage to come in more, but of course it comes down to funding - or the lack of it - as the main barrier they have is childcare.’ </li></ul></ul>
  22. 22. <ul><li>Other barriers mentioned: </li></ul><ul><ul><li>Difficulties engaging certain groups in informal learning </li></ul></ul><ul><ul><ul><li>‘ We provide accommodation for young mothers and their children, domestic violence victims and homeless families. Therefore the majority of the people are hard to reach and it is difficult to keep them interested in training.’ </li></ul></ul></ul><ul><ul><ul><li>‘ We work very hard to persuade our community and the parents that education is valuable, as we have found that parents are not keen to come into school, also the school building is not easily accessible to our catchment area’ </li></ul></ul></ul><ul><ul><li>One member mentioned that some learners are wary of putting their name to anything on the internet as they were afraid it might affect their benefits </li></ul></ul>Barriers to delivery & uptake (4)
  23. 23. How is informal learning being measured? (1) <ul><li>Generally done on a one to one basis for each learner </li></ul><ul><li>Measurement takes a number of forms, including diaries, case studies, action plans, or by having more standardised forms (e.g. feedback forms, progress forms) to fill in </li></ul><ul><li>There was interest in learning good practices form other centres </li></ul><ul><ul><li>“ We are looking at ways that we have seen tried and tested… and look to integrate these plans into our centre, and if successful will greatly improve the way we collate this data” </li></ul></ul><ul><ul><li>“ I would love to see more opportunities to work together with funders to create better systems and measurement parameters - it is something that I think is missed” </li></ul></ul>
  24. 24. How is informal learning being measured? (2) <ul><li>Whilst measuring progress is seen to be beneficial to both the learner and centre, there are a few issues with measuring informal learning: </li></ul><ul><li>Some difficulty measuring certain informal learning targets, such as health and well-being, which are seen as ‘successes’ but perhaps not easily measured </li></ul><ul><li>Due to lack of funding, some centres do not have sufficient resources to actually use the information they collect from measuring informal learning to further develop centre work </li></ul>… informal interest based learning can improve health and wellbeing… It is very difficult to quantify and thus track and report on these so called 'soft targets'… We collect data from these via feedback and initial progress form. But we do not have the staff available to turn this into a full set of courses and create individual Plans and progression charts for learners as yet.
  25. 25. Overriding view is that funding is limited <ul><li>Limited funding impacts on the delivery of informal learning: </li></ul><ul><ul><li>Demand for courses cannot be met due to limited staff and technological resources </li></ul></ul><ul><ul><li>Limited staff means that learners cannot be given the amount of one to one attention they need – with one or two people in smaller centres fulfilling all roles </li></ul></ul><ul><ul><li>Certain groups continue to be excluded: </li></ul></ul><ul><ul><ul><li>funding is primarily targeted to employment-related learning </li></ul></ul></ul><ul><ul><ul><li>Childcare / crèche facilities cannot be provided thus excluding those that do not have available childcare </li></ul></ul></ul>
  26. 26. How can funding for informal learning be improved? (1) <ul><li>Offer more long-term funding </li></ul><ul><ul><li>One member commented on how much success the centre had achieved with funding but was then stuck when the funding came to an end. They were worried that if they had to let tutors go, learners would leave as well. </li></ul></ul><ul><ul><li>One member, while supporting long term funding was anxious about how this would affect how they were assessed on meeting targets. </li></ul></ul><ul><li>Offer funding that allows individual to choose a course that interests them rather than being target-driven </li></ul><ul><li>Offer funding to groups other than those that fulfil the ‘worklessness agenda’. Funding is focused on unemployed people but excludes those that want/need help in their everyday life </li></ul><ul><li>Ensure balance between funding for marketing and actual delivery of courses in correct. No point marketing a course if it cannot then be delivered well </li></ul>
  27. 27. How can funding for informal learning be improved? (2) Current frustrations include a lot of funding being poured into support materials and marketing for initiatives but very little available for delivery … I think it would be great to have funding available for the individual so that they could chose a subject they are interested in; not target driven … With hard to reach learners you need to be able to grab the chance while you can not send them away. … a lot of the Government contracts seem to concentrate only on short unemployed or facing redundancy people and the ones wanting to learn ICT for use in their daily lives are finding it very difficult to find any funded courses. What we need is long term funding to enable us to support informal learners. We were lucky to receive money … which means we had lots of new people but then it ended and we had to look for more money to support tutor costs. Once the tutors go sometimes the people leave too as they get attached to a particular person.
  28. 28. Summary <ul><li>Informal learning is valuable for a wide range of learners, particularly those excluded by conventional, formal learning and technology, and those that need to further develop their skills to be able to move forward with their lives </li></ul><ul><li>Informal learning also provides a channel for social interaction (with a diverse group of people) and can improve well-being and health </li></ul><ul><li>As lack of confidence is often prevalent among informal learners (and can be a barrier to uptake), fostering a friendly and empathic environment is critical </li></ul><ul><li>Informal learning can take several forms, from more organised workshops to casual drop-in sessions. Much of informal learning is conducted on a one to one basis in response to specific requests </li></ul><ul><li>Peer to peer learning is an invaluable resource to centres as it enriches the learner experience and provides a more comfortable channel for asking for help for certain learner groups </li></ul><ul><li>Some informal learners eventually become centre volunteers, which can help with resource issues in centres, but also provides the learner with work experience, and further learning opportunities. </li></ul><ul><li>However, limited funding continues to be the main barrier to delivering valuable informal learning, and unless funding systems for informal learning change, certain groups will continue to experience exclusion or delays in the receipt of informal learning. </li></ul>